Lesson II: Portfolio II

Title of Lesson: This is a Public Service Announcement!

Grade Level: 6th

National Geography Standards: Geography for Life

The World in Spatial Terms
1. How to use maps and other geographic representations, tools, and technologies to acquire, process,
and report information from a spatial perspective.
Places and Regions
4. The physical and human characteristics of places.
Environment and Society
14. How human actions modify the physical environment
The Uses of Geography
17. How to apply geography to interpret the present and plan for the future.
Common Core States Standards: Writing 6-12
W.7.8 Gather relevant information from multiple print and digital sources, using search terms
effectively; quote and paraphrase the data and conclusions of others.
Common Core States Standards: Reading Informational Texts
CCSS.ELA-LITERACY.RI.6.2
Determine a central idea of a text and how it is conveyed through particular details; provide a
summary of the text distinct from personal opinions or judgments.
CCSS.ELA-LITERACY.RI.6.3
Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in
a text (e.g., through examples or anecdotes).

Student Learning Objectives: 1) Students will identify issues that affect the public in
communities around the world. 2) Students will analyze, discuss, and infer what the issues,
audience, and solutions are to PSA announcements. 3) Students will plan and develop their own
PSA announcement for a habitat preservation issue in their eBook.
Blooms TaxonomyHigh order of thinking trajectory.

Materials List
PowerPoint (Appendix B)
Technological device for eBook (iPad, phone, computer, etc.)
eBookGlobal Issues: Habitat Preservation by National Geographic (Milson, 2011)
Lotion (1 bottle)
Paper towels (1 for each student)
Brightly colored sticky notes
Case Study Hand Out (Appendix A)
Ivory PSA video: https://www.youtube.com/watch?v=BQ3LsyouN_k
Serious Ivory video: https://www.youtube.com/watch?v=Z7jiUxfVGWs
Habitat for Humanity video: https://www.youtube.com/watch?v=SSVuN0tLJ84
Lesson Body

Engagement: Activating background knowledge with a Problem-to-Pose and a Visual

Graph.
Q: True or False [columns on whiteboard] You dont have to dry your hands after you
wash them as long you use warm water and soap.
1. When students come in the classroom give them a sticky note (brightly colored).
2. When everyone is seated ask them True or False: You dont have to dry your hands
after you wash themas long as you use warm water and soap.
3. Give directions for students to indicate their response by placing their sticky note on the
whiteboard in the correct columncreating a bar graph and visual representation of the
class responses.
4. Ask which one has the most guesses. How many more, how many lessis it close or do
we have our answer?
5. Tell them the correct response: False! We need to dry our hands with a paper towel
to keep germs from spreading and also because our wet hands can pick up germs
more easily too!

Exploration: Investigation with a tangible/concrete experience for discussion and

meaning.
Q: How far do you someone could spread germs if didnt wash their hands when they
leave the bathroom? Lets explore!
1. Pass out paper towels, 1 to each student.
2. Sit down in the middle of student seating arrangement and put a thick amount of lotion
all over hands.
3. Announce that you just went to the bathroom and didnt wash your hands. How far do
you think my germs will get if we all shake each others hands? Can we make it to the
end?
4. Shake the hand of the student to your left and your right (generously sharing your
lotion).
5. Watch as each student continues the chain of handshakes. When it reaches the end, ask
the student if they got any of your germs.
Whole Group DiscussionA) What happened to my germs when I shook peoples
hands. Was it good or bad? Why? B) Who has heard this message beforeraise your
hands.

Small GroupWhere did you hear or see this information, to wash your hands? In your
small groups, come up with a list of all of the places you learned about washing your
hands?

Explanation: Deliver direct instruction, introduce new terms that tie into background
knowledge and new concrete experience.
1. Write small group responses on the board (answers will vary signs in the bathroom, TV
commercials, from school, etc.)
2. How does someone get information about what is healthy for them if they are not in
school?
3. Who sponsors these messages?
4. Introduce the term: Public Service Announcement (PSA)the signs in the bathroom,
the TV commercials, the radioall examples of Public Service Announcements!
5. Have students write in their journal the definition: A message that is good for the public
(everyone) to change peoples attitude or behavior toward a topic or issue.
6. Break the word into 3 parts and analyze components that contribute to the overall
meaning.
7. Watch a video: Ivory poaching
Whole Group Discussion:
8. This public service announcement about what?
9. Who does that benefit (help)? [Response: Is good for everybody to create a safe
environment for elephants and stop poaching, its good for the general public]
10. But who is the audience? When ____ made this video, who were they talking to?
(If time, watch the Habitat for Humanity video or other Ivory videodid the audience
change?)

Elaboration: Students apply new knowledge by combining it with existing knowledge in

a task.
Small Group Discussion: Break into your groups and think about your Case Study
raise your hand if you had Kenya, raise your hand if you Namibia, raise your hand if you
had Madagascar.
Q: How can you make a Public Service Announcement (PSA) for your Case Study?
Read Part III of your Case Study HandoutDirections.

Make a list on the boardthat breaks down the directions from the Case Study Hand
Out.
1. What is your issue?
2. Who should your audience be? Who needs this PSA to make change happen?
3. What are some solutions to your issue?
Students have already created a poster about their issue, conducted the research and done
the reading. They can use their poster as a resource alongside the book to determine an
outline for their Public Service Announcement. *Copy questions or create an outline in
their journals*

Evaluation:
Students will determine their issue and their audience for a Public Service Announcement
and begin an outline.
Formative AssessmentBrainstorming and preplanning outline/focus questions before
we continue to build on the concepts and the format throughout the rest of the week, due
next class at the start.
SLO #1) Did the students identify their issue as it applies to public service?
SLO #2) Did students analyze their issue and Case Study to create a plausible
target audience for their announcement?
SLO #3) Did students plan in a logical, organized manner to continue to develop
their PSA and convey information thus far?
Closure Thank students for their participation in the class and give specific praise for good
behaviors. Have them write their homework in their planners: Find another public service
announcement on YouTube (or other source but must be a video) to share with the class the next
day. YOU will make a PSA video about your Case Study, so find a video that you think is a good
example to help you make your video!

Extension Activity:
*PSA HuntTake pictures of all of the PSAs around the school (smoking, internet safety,
washing hands, illnesses, etc.). How many can you find? Who is the Audience? (YOU)

Adaptations for ELLs and SpEd:

This lesson utilizes a Universal Design approach that integrates strategies such as hands-on
experiences before defining new vocabulary; moving between whole group and small group
discussion; using multiple modes of instruction (discussions, videos, reading); and leveled-
texts with collaborative group work; homogenous grouping.

Table 6: Standards & Vocabulary Lesson Scaffolding Planning Chart Micro Lesson
BICS BICS / CALP CALP Definition
(Tier 1) (Tier 2) (Tier 3)
Engagement & Engagement & Explanation, Elaboration
Exploration Exploration & Evaluation

public Of or concerning the people as a

whole, general community.

service The action of helping or doing

work for someone

announcement A public and typically formal

statement about a fact,
occurrence, or intention.
Public Service A message that is good for the
Announcement public (everyone) to change
peoples attitude or behavior
toward a topic or issue.
benefit Help, contribute to, uplift

social Individuals within a society,

community, people.

issue An important topic or problem for

debate or discussion

solution A means of solving a problem or

dealing with a difficult situation
 References

Bybee, R & Landes, N. (1990). Science for life and living: An elementary school science

program from Biological Sciences Curriculum Study (BSCS). American Biology

Teacher. 52(2). 92-98.

Milson, A.J. (2011). Habitat Preservation. Jefferson City, MO: National Geographic Learning.

Ivory PSA video: https://www.youtube.com/watch?v=BQ3LsyouN_k

Serious Ivory video: https://www.youtube.com/watch?v=Z7jiUxfVGWs

Habitat for Humanity video: https://www.youtube.com/watch?v=SSVuN0tLJ84

Appendix A
 Appendix B

(Attached as PDF)